414 Part 2: The User Interface Design Process
`
`,"-- Bullets ’andlNumbering...,+
`
`o IZ~eflne,
`
`Figure 5.1g: Microsoft Windows pop-up window.
`
`Pop-up windows can be used to display additional information when an abbrevi-
`ated form of the information is the main presentation technique. Other examples of
`pop-up windows used to display contextual information are ToolTips and balloon tips
`that provide the names for controls in graphical toolbars. Pop-up windows are also
`used to collect secondary information whenever the user’s flow through an applica-
`tion should not be interrupted, and to provide context-sensitive Help information.
`Always present a pop-up at the front of the screen so it will not be missed, espe-
`cially if it is reused. The pop-up should be a quarter to a third of a window size. If it is
`too small it may not be seen; too large and it will cover too much of the screen. Always
`provide OK or Save and Cancel buttons to remind people of the methods for getting
`rid of the pop-up. Displaying unsolicited pop-up windows are aggravating and dis-
`tracting to people. Never display unsolicited windows. Wait for people to take actions
`necessitating the pop-up.
`
`Organizing Window Functions
`
`Information and functions must be presented to people when and where they need
`them. Proper organization and support of tasks by windows will be derived only
`through a thorough and clear analysis of user tasks.
`
`Window Organization
`
`¯ Organize windows to support user tasks.
`¯ Support the most common tasks in the most efficient sequence of steps.
`¯ Use primary windows to
`-- Begin an interaction and provide a top-level context for dependent windows.
`-- Perform a major interaction.
`m Use secondary windows to
`-- Extend the interaction.
`-- Obtain or display supplemental information related to the primary window.
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`step 5: Select the Proper Kinds of Windows 415
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`Use dialog boxes for
`-- Infrequently used or needed information.
`-- "Nice-to-know" information.
`
`People most often think in terms of tasks, not functions or applications. Windows
`must be organized to support this thinking. The design goal is to support the most
`common user tasks in the most efficient manner or fewest steps. Less frequently per-
`formed tasks are candidates for less efficiency or more steps.
`Mayhew (1992) suggests that poor functional organization usually occurs because
`of one of, or a combination of, these factors:
`
`Emphasis on technical ease of implementation rather than proper analysis of
`user tasks.
`
`Focus on applications, features, functions, or data types instead of tasks.
`
`Organization of the design team into applications, with little cross-team
`communication.
`
`Blindly mimicking the manual world and carrying over manual inefficiencies
`to the computer system.
`
`Emphasis on implementation ease puts the needs of the designer before the needs
`of the customer. Focusing on tasks conforms to the model of how people think.
`Application orientation imposes an unnatural boundary between functions, and lack
`of cross-team communication seldom yields consistent task procedures. Mimicking
`"what is" will never permit the capabilities of the computer system to be properly
`exploited.
`
`~ The information to make a decision must be there when the decision
`is needed.
`
`Recommended usages for the various window types are summarized in the above
`guidelines. These recommendations were discussed more fully earlier in this chapter.
`
`Number of Windows
`
`- Minimize the number of windows needed to accomplish an objective.
`
`A person does not work with windows simply for the joy of working with win-
`dows. Windows are a means to an end, a method of accomplishing something.
`Multiple windows on a display, as discussed elsewhere in this text, can be confusing,
`can increase the load on the human visual system, or may be too small to effectively
`present what needs to be contained within them.
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`Guidelines that appeared in early stages of window evolution concerning the maxi-
`mum number of windows that a person could deal with were quite generous, a limit
`of seven or eight being suggested. As experience with windows has increased, these
`numbers have gradually fallen. One study found the mean number of windows main-
`tained for experienced users was 3.7. Today, based on expressions of window users, a
`recommendation of displaying no more than two or three at one time seems most real-
`istic. The guidelines on limitations for items like cascades (1-2) reflect today’s feelings.
`The exact number of windows a person can effectively deal with at one time will ulti-
`mately depend on both the capabilities of the user and the characteristics of the task.
`Some users and situations may permit handling of more than three windows; for other
`users and situations, three windows may be two too many.
`The general rule: Minimize the number of windows used to accomplish an objec-
`tive. Use a single window whenever possible. Consider, however, the user’s task.
`Don’t clutter up a single window with rarely used information when it can be placed
`on a second, infrequently used, window.
`
`Sizing Windows
`
`¯ Provide large-enough windows to
`-- Present all relevant and expected information for the task.
`-- Avoid hiding important information.
`-- Avoid crowding or visual confusion.
`-- Minimize the need for scrolling.
`¯ But use less than the full size of the entire screen.
`
`¯ If a window is too large, determine
`-- Is all the information needed?
`-- Is all the information related?
`
`¯ Otherwise, make the window as small as possible.
`-- Optimum window sizes:
`¯ For text, about 12 lines.
`¯ For alphanumeric information, about 7 lines.
`
`Larger windows seem to have these advantages:
`
`m They permit displaying of more information.
`
`-- They facilitate learning: Data relationships and groupings are more obvious.
`
`’- Less window manipulation requirements exist.
`
`-’ Breadth is preferred to depth (based on menu research).
`
`m More efficient data validation and data correction can be performed.
`
`Disadvantages include the following:
`
`m Longer pointer movements are required.
`
`m Windows are more crowded.
`
`-- More visual scanning is required.
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`Other windows more easily obscure parts of the window.
`
`It is not as easy to hide inappropriate data.
`
`Always provide large enough windows to present all the relevant and expected
`information for the task. Never hide important or critical information, and minimize
`the need for scrolling. A study has found that very small windows requiring a signifi-
`cant amount of scrolling appear to increase decision-making time. Scrolling is also a
`cumbersome operation. To avoid scrolling, consider using unfolding dialog boxes, cas-
`cading windows, or a tab control. Avoid, however, making a window’s default size the
`full size of the display. Doing so leads to any underlying windows being completely
`hidden from the user’s view. The option to maximize primary and secondary win-
`dows always exists.
`If, through analysis and design, a window appears to be too large, determine the
`following:
`
`m Is all the information needed?
`
`m Is all the information related?
`
`Important, critical, or frequently used information must be maintained on a screen,
`but perhaps information exists that is needed or used infrequently, for example, only
`10 to 20 percent of the time. This kind of information is a good candidate for placement
`on another window or dialog box. Perhaps information is included on a screen that is
`not related to the task being performed. This kind of information should be located
`with the information to which it is related. As a last resort, consider shortening some,
`window control captions or other included window text to achieve a proper fit.
`At least two studies have looked at optimum window sizes. Procedural text in win-
`dow sizes of 6, 12, and 24 lines were evaluated by one study. Fastest and most accurate
`completion occurred with the 12-line window. The retrieval of alphanumeric informa-
`tion was compared in 7-, 13-, and 19-line windows in another study. A 7-line window
`was found to be more than adequate.
`
`Window Placement
`
`Considerations:
`-- In placing a window on the display, consider
`¯ The use of the window.
`¯ The overall display dimensions.
`¯ The reason for the window’s appearance.
`General:
`-- Position the window so it is entirely visible.
`-- If the window is being restored, place the window where it last appeared.
`-- If the window is new, and a location has not yet been established, place it
`¯ At the point of the viewer’s attention, usually the location of the pointer or
`cursor.
`¯ In a position convenient to navigate to.
`¯ So that it is not obscuring important or related underlying window information.
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`--For multiple windows, give each additional window its own unique and dis-
`cernible location.
`¯ A cascading presentation is recommended.
`-- In a multiple-monitor configuration, display the secondary window on the same
`monitor as its primary window.
`-- If none of the above location considerations apply, then
`¯ Horizontally center a secondary window within its primary window just
`below the title bar, menu bar, and any docked toolbars.
`-- If the user then moves the window, display it at this new location the next time
`the user opens the window.
`¯ Adjust it as necessary to the current display configuration.
`--Do not let the user move a window to a position where it cannot be easily
`repositioned.
`¯ Dialog boxes:
`-- If the dialog box relates to the entire system, center it on screen.
`-- Keep key information on the underlying screen visible.
`-- If one dialog box calls another, make the new one movable whenever possible.
`
`Considerations. In placing a window on the display, consider how the window is
`used in relation to other windows, the overall dimensions of the display, and the
`reason that the window is being presented.
`
`General. First, locate the window so it is fully visible. If the window is being
`restored, locate it where it last appeared. If the window is new and the location
`has not yet been established, place it at the point of the viewer’s attention. This
`will usually be the location of the pointer or cursor. Also, place the window in a
`position where it will be convenient to navigate to, and where it will not obscure
`important underlying screen information. Preferred positions are essentially
`below and right. The suggested order of placement is below right, below, right,
`top right, below left, top, left, top left.
`In a multiple-monitor configuration, display the secondary window on the
`same monitor as its primary window. If none of these situations applies, horizon-
`tally center a secondary window within the primary window, just below the title
`bar, menu bar, and any docked toolbars. Give each additional window its own
`unique location. A cascading presentation, from upper left to lower right is rec-
`ommended. If the user then moves the window, display it at this new location the
`next time the user opens the window, adjusted as necessary for the current dis-
`play configuration. Do not let the user move a window to a position where it can-
`not be easily repositioned.
`
`Dialog boxes. If a dialog box relates to the entire system, center it on display, keep-
`ing key information on an underlying window visible. If one dialog box calls
`another, make the new one movable whenever possible.
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`
`The Web and the Browser
`
`An entity called the browser is the user interface for the World Wide Web. In structure
`it resembles a standard window in many aspects, but differs in others. The most pop-
`ular browser is Microsoft’s Internet Explorer, which, as of this writing, is the one uti-
`lized by about 83 percent of Web users. The second most popular is Mozilla’s Firefox,
`currently being used by about 11 percent of users. Other available browsers include
`Net.scape, Lynx, Opera, and Safari. This section describes the major components of a
`browser using Internet Explorer as the model. Some unique features of Firefox will
`also be described.
`
`Browser Components
`
`In appearance, Internet Explorer presents the same visual style found in Windows. It
`also contains many of the same standard components, including a title bar, menu bar,
`toolbar, sizing buttons, size grip, command field (called URL address bar), status bar,
`enclosing frame border, and if necessary, a scroll bar. It also includes a content area for
`displaying information, buttons, data fields, and so forth.
`Standard toolbar actions include the following:
`
`" Back
`
`n Forward
`
`n Stop
`
`" Refresh
`
`m Home
`
`m Search
`
`- Displays the previous page viewed.
`
`- Displays the next page in the viewing sequence if already
`viewed.
`
`- Stops page from being loaded.
`
`- Refreshes and redisplays the page being viewed.
`
`- Redisplays the Web site homepage.
`
`- Displays a Search field.
`
`m Favorites
`
`- Displays a listing of favorite URLs that have been saved.
`
`n History
`
`- Displays a history of viewed pages.
`
`Mozilla Firefox, the second most popular browser, visually resembles Internet
`Explorer but provides one unique feature called tabs. With the tabs feature, multiple
`Web pages can be displayed on different tabs, resulting in fast and easy movement
`between each page.
`
`Content Area
`
`The content area of a window is discussed in Step 3, and will be further addressed in
`Step 13. By way of a brief summary, the content area will normally contain the following:
`
`m A global navigation panel at the top.
`
`m A local navigation panel on the left.
`
`" A bottom navigation panel.
`
`m Information, data fields, buttons, and so forth.
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`The content area may also contain limited windowing capabilities. The frame con-
`cept does provide window-like ability, and JavaScript does provide pop-up windows.
`
`Fromes
`
`¯ Description:
`-- Multiple Web screen panes that permit the displaying of multiple documents on
`a page.
`-- These documents can be independently viewed, scrolled, and updated.
`-- The documents are presented in a tiled format.
`
`¯ Proper usage:
`-- For content expected to change frequently.
`-- To allow users to change partial screen content.
`-- To permit users to compare multiple pieces of information.
`
`¯ Guidelines:
`-- Use only a few frames (three or less) at a given time.
`-- Choose sizes based upon the type of information to be presented.
`-- Never force viewers to resize frames to see information.
`-- Never use more than one scrolling region on a page.
`
`Description. Historically, the Web is essentially a single page (or, by analogy, a sin-
`gle window) entity. While providing significant interface benefits, it is also a reversal
`of the interface evolution process that led from single-screen technology to window-
`ing. To counteract this shortcoming, frames were created. A frame is an independent
`pane of information presented in a Web page, or, again by analogy, as multiple win-
`dows. Frames, however, are presented as tiled, with no overlapping capability. The
`interaction richness, support, and contextual cues provided by overlapping windows
`are lacking. Frames, then, allow the displaying of multiple documents on a single Web
`page. These multiple documents can be independently viewed, scrolled, and updated.
`
`Proper usage. Frames are useful in situations where portions of the page content are
`expected to change frequently. The volatile information can be separated from
`other page content and placed within a frame, thereby requiring only a portion of
`the page’s content to be modified. Frames are also useful for allowing the user to
`change page content; navigation links can be placed in one frame and the result-
`ing content displayed within another frame. As different links are selected, the
`content in the related frame changes. Frames more effectively allow users to com-
`pare multiple pieces of related information displayed within the different frames.
`
`Advantages and disadvantages. Frames, like most interface entities, have advan-
`tages and disadvantages. At this moment in their existence, the disadvantages
`seem to outweigh the advantages. These disadvantages, however, are being
`whittled away as Web technology advances.
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`Step 5: Select the Proper Kinds of Windows 421
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`Frames, advantages mostly cluster around their ability to reduce the user’s
`content comprehension mental load. These include the following:
`
`m They decrease the user’s need to jump back and forth between screens,
`thereby reducing navigation-related cognitive overhead.
`
`m They increase the user’s opportunity to request, view, and compare multi-
`ple sources of information.
`
`m They allow content pages to be developed independently of navigation
`.pages.
`
`The disadvantages mostly cluster around navigational shortcomings, including
`
`" The difference between a single Web page and a page with frames is not
`always obvious to the user.
`
`-’ They suffer some of the shortcomings of tiled screens.
`
`m Only a limited number can be displayed in the available screen area.
`
`m They are perceived as crowded and more visually complex because frame
`borders are flush against one another and they fill up the whole screen.
`Crowding is accentuated if the borders contain scroll bars and/or control
`icons. Viewer attention may be drawn to the border, not the data.
`
`m Frames-based pages behave differently from regular Web pages.
`
`m Page-printing difficulties and problems can exist.
`
`m Page interaction can be clumsy.
`
`m URLs cannot be e-mailed to other users.
`
`n Frames will not work on older browsers.
`
`Past problems, now being addressed and mostly solved, have included diffi-
`culties in bookmarking pages, difficulties in creating browser history lists, and
`inconsistencies in behavior of the browser’s Back button.
`
`Guidelines. Guidelines to consider in using frames are the following: Use no more
`than three frames at a time. Using more will shrink each frame’s usable area to
`the point where little space will be available for presenting content. Then, users
`will not be able to see much and be forced to scroll. Choose frame sizes based
`upon the type of information you want to present. Navigational links, for exam-
`ple, should be presented in a small frame and the corresponding information in a
`larger adjacent frame. Never force people to resize frames to see information. If
`people feel they must resize frames, the page design is poor. Do not use more
`than one scrolling region in frames contained on a page. This may be confusing to
`many users.
`
`Technological advances in frames will continue to occur. Knowledge related to
`frame usability will also advance. Always be aware of the latest developments.
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`Pop-Up Windows
`
`1 Be extremely cautious in the use of pop-up windows.
`
`JavaScript pop-up windows began appearing on the Web in 1996. Their use is multi-
`plying and, in the view of almost all Web users, polluting screens. Because they are most
`frequently used in advertising, they have become a source of great aggravation to almost
`every user. Anecdotal evidence suggests that when a pop-up window begins to appear,
`most people close them before they are rendered. So, if a pop-up window is used, it may
`never be completely seen or read by the user. Use them with extreme caution.
`
`Step 5 Exercise
`
`An exercise for Step 5 can be found on this book’s companion Web site, www.wiley
`.com/college/galitz.
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`Select. thePro.,pe i
`In tera ctl o Die ices
`
`Interaction devices are the input mechanisms or devices through which people com-
`municate their needs and desires to the computer, and the output mechanisms or
`devices through which the computer responds to people. The fast-paced evolution of
`computer systems has seen greatly expanded families of devices to assist and enhance
`this communication. The distinction between input and output devices is not always
`clear-cut, however. The common keyboard, for example, is essentially a device for
`keying information, commands, and so forth. But the keyboard also has an output
`component. A properly designed keyboard provides feedback when a key is pressed;
`an audible click and a tactile resistance change when it activates or bottoms-out. For
`this discussion, devices will be categorized and reviewed based upon their primary
`purpose -- input or output.
`
`Input Devices
`
`For years the device of choice in display-based systems was the standard keyboard
`and some human-engineered variations. As graphical systems evolved, emphasis
`shifted to another device, the mouse and some of its cousins: the trackball and joystick.
`These new mechanisms are most commonly referred to as pointing devices. A few
`other devices have also been around and have seen extended service through the
`years: the light pen and the graphic tablet. Some unique human devices also exist:
`touch and voice. A finger has been used in conjunction with touch-sensitive screens.
`Our vocal chords are being harnessed to speak meaningfully to the computer, not sim-
`ply to shout words of exasperation. These various alternatives have both strengths and
`
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`weaknesses. Selecting the proper device-based control to do the required job is critical
`to system success. A good fit between user and control will lead to fast, accurate per-
`formance. A poor fit will result in lower productivity, produce more errors, and increase
`user fatigue. The characteristics and capabilities of various input devices will be
`reviewed including the following:
`
`m Trackball
`
`Joystick
`
`Graphic tablet or trackpad
`Touch screen
`
`Light pen
`Voice
`
`Mouse
`
`Keyboard
`
`We’ll begin by reviewing the kinds of input tasks being performed. We’ll discuss
`each device and identify its advantages and disadvantages. Then, we’ll focus on the
`most popular control, the mouse, describing it in more detail and presenting a series of
`design guidelines for its use. The keyboard, because of its versatility and usefulness
`for text entry tasks, will also be examined in more detail. Finally, pertinent research
`will be reviewed and guidelines presented to aid in selecting the proper device.
`
`Characteristics of Input Devices
`
`Several specific tasks are performed using today’s systems:
`¯ " To point at an object on the screen.
`
`m To select the object or identify it as the focus of attention.
`
`m To drag an object across the screen.
`
`m To draw something free-form on the screen.
`
`m To track or follow a moving object.
`
`m To orient or position an object.
`
`m To enter or manipulate data or information.
`
`The various devices vary in how well they can perform these actions. Among the
`considerations to be reviewed are two very important factors. First, is the mechanism
`a direct or indirect pointing device? Direct devices are operated on the screen itself.
`Examples include the light pen, the finger, and voice. Indirect devices are operated in a
`location other than the screen, most often on the desktop. Examples include the
`mouse, trackball, and keyboard. The psychomotor skills involved in learning to use,
`and using, a direct device are much simpler than those required for an indirect device.
`Most of these direct device skills were instilled in our formative years.
`Input devices are either discrete or continuous in their action. Discrete devices are
`used to enter individual bits of information--letters, numbers, or commands.
`Continuous input devices operate sequentially in nature- best exemplified by tasks
`such as dragging or drawing.
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`step 6: Select the Proper Interaction Devices 425
`
`Another consideration is what is the relationship between movement of the hand-
`operated device and the corresponding pointer movement on the screen in terms of
`direction, distance, and speed? Does the pointer movement track control movement
`exactly or does it not? The mouse achieves a coupled relationship in all three aspects of
`direction, distance, and speed: The pointer on the screen moves in the direction the
`mouse is pushed, at the speed the mouse is pushed, and the distance the mouse is
`pushed (there may be some ratios applied). A trackball does not achieve this relation-
`ship in all three aspects. The pointer moves the direction the trackball is turned and the
`speed the ball is turned, but not the distance the ball is moved because the ball does
`not move forward or backward; its socket is stationary. Devices possessing coupled
`relationships in these three aspects require less psychomotor skill learning than those
`not possessing a coupled relationship in all three aspects.
`
`TrackbaH
`
`m Description:
`-- A spherical object (ball) that rotates freely in all directions in its socket.
`-- Direction and speed is tracked and translated into cursor movement.
`
`¯ Advantages:
`--Direct relationship between hand and pointer movement in terms of direction
`and speed.
`-- Does not obscure vision of screen.
`-- Does not require additional desk space (if mounted on keyboard).
`
`¯ Disadvantages:
`-- Movement is indirect, in a plane different from the screen.
`--No direct relationship exists between hand and pointer movement in terms of
`distance.
`-- Requires a degree of eye-hand coordination.
`-- Requires hand to be removed from keyboard keys.
`-- Requires different hand movements.
`-- Requires hand to be removed from keyboard (if not mounted on keyboard).
`-- Requires additional desk space (if not mounted on keyboard).
`-- May be difficult to control.
`-- May be fatiguing to use over extended time.
`
`Description. Commonly used with notebook PCs, the trackball is a ball that rotates
`freely in all directions in its socket. Essentially it is an inverted mouse. The ball is
`rotated with one’s fingertips, and its direction and speed are tracked and trans-
`lated into equivalent screen cursor movement. Trackballs are well suited for nav-
`igational control, as in video games or exploration of 3-D environments. In these
`tasks, smooth movement is more important than fine target acquisition. A minia-
`ture trackball may also be mounted on a mouse, as is done by Apple.
`
`Advantages. In terms of direction and speed, a trackball possesses a direct relation-
`ship between how it is rolled and how the cursor moves on the screen. The cursor
`moves in the same direction and speed ratio as the ball is rotated. Many trackballs
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`426 Part 2: The User Interface Design Process
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`are mounted on the keyboard itself, permitting the user’s hands to remain close
`to the keys. Trackballs on the keyboard do not require additional desk space,
`although the keyboard must often be expanded to allow for their inclusion.
`People with limited finger movement may find it easier to manipulate a trackball
`than a mouse. Trackballs are available in a variety of sizes and shapes to satisfy
`varying user needs.
`
`Disadvantages. Trackballs share a common problem with several other controls:
`Control movement is in a different plane from the screen, or indirect. The cursor,
`or pointer, is separated from the control itself -- the pointer being on the screen,
`the control on the keyboard. To effectively use a trackball requires learning the
`proper psychomotor skills, fine finger movements for accurate pointing, and
`gross hand movements for moving longer distances. The fine finger movements
`necessary to use them can be difficult to perform. Over longer periods of use,
`they can be fatiguing. When paired with keyboard tasks, they require a shift in
`motor activity from keystrokes to finger/hand movement.
`
`Joystick
`
`- Description:
`-- A stick or bat-shaped device anchored at the bottom.
`-- Variable in size, smaller ones being operated by fingers, larger ones requiring the
`whole hand.
`-- Variable in cursor direction movement method, force joysticks respond to pres-
`sure; movable ones respond to movement.
`-- Variable in degree of movement allowed, from horizontal-vertical only to
`continuous.
`¯ Advantages:
`-- Direct relationship between hand and pointer movement in terms of direction.
`-- Does not obscure vision of screen.
`-- Does not require additional desk space (if mounted on keyboard).
`m Disadvantages:
`-- Movement indirect, in plane different from screen.
`-- Indirect relationship between hand and pointer in terms of speed and distance.
`-- Requires a degree of eye-hand coordination.
`-- Requires hand to be removed from keyboard keys.
`-- Requires different hand movements to use.
`-- Requires hand to be removed from keyboard (if not mounted on keyboard).
`-- Requires additional desk space (if not mounted on keyboard).
`-- May be fatiguing to use over extended time.
`-- May be slow and inaccurate.
`
`Description. A joystick, like its aircraft namesake, is a stick or bat-shaped device
`usually anchored at the bottom. They come in variable sizes, smaller ones being
`operated by fingers, larger ones requiring the whole hand. The smaller joysticks
`require fine motor coordination, the larger ones more gross coordination. Some,
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`Step 6: Select the Proper Interaction Devices 427
`
`called force joysticks, are immovable, responding to pressure exerted against
`them. The direction and amount, of pressure is translated into pointer movement
`direction and speed. Others, called movable joysticks, can be moved within a dish-
`shaped area. The direction and distance of the movements create a similar
`pointer movement on the screen. Some kinds of joysticks permit continuous
`movements, others only horizontal and vertical movements. Some joysticks may
`be mounted on the keyboard. They are also well suited for navigational control
`where smooth movement is most important. Small joysticks, sometimes called
`"eraser heads" may be found on Notebook computers.
`
`Advantages. Joysticks typically possess a direct relationship between hand and cur-
`sor movement in terms of direction. They do not obscure vision of the screen and,
`when mounted on the keyboard, do not require additional desk space.
`
`Disadvantages. Joysticks are also indirect devices, the control and its result being
`located in different planes. They require developing a skill to use and can be slow
`and inaccurate. Use over extended time may also be fatiguing. When paired with
`keyboard tasks, they require a shift in motor activity from keystrokes to fin-
`ger/hand movement.
`
`Graphic Tablet or Trackpad
`
`Description:
`-- Pressure-, heat-, light-, or light-blockage-sensitive horizontal surfaces that lie on
`the desktop or keyboard.
`-- May be operated with fingers, light pen, or objects like a stylus or pencil.
`-- Pointer imitates movements on tablet.
`
`Advantages:
`-- Direct relationship between touch movements and pointer movements in terms
`of direction, distance, and speed.
`-- More comfortable horizontal operating plane.
`-- Does not obscure vision of screen.
`
`Disadvantages:
`-- Movement is indirect, in a plane different from screen.
`-- Requires hand to be removed from keyboard.
`-- Requires hand to be removed from keyboard keys.
`-- Requires different hand movements to use.
`-- Requires additional desk space.
`-- Finger may be too large for accuracy with small objects
`
`Description. A graphic tablet, also called a "trackpad," "touch tablet," "touchpad,"
`or simply "tablet," is a device with a horizontal surface sensitive to pressure,
`heat, light, or the blockage of light. It may lie on the desk or may be incorporated
`on a keyboard, and it is operated with fingers, light pen, or objects like a pencil or
`stylus. The screen pointer imitates movement on the tablet.
`
`MemoryWeb Ex. 2022
`Apple v. MemoryWeb – IPR2022-00032
`
`

`

`428 Part 2: The User Interface Design Pro